NLVM


 * **Resource: []**
 * **Standard: CCLS:** [|2.MD.8]. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
 * **Objective:** Use a virtual manipulative to visualize, and understanding how to count money. Students will also use this virtual manipulative to better understand what each coin, and dollar amount looks like.
 * **Assessment:**
 * **Self:** Check using virtual manipulative
 * **Peer:** Collaborate with peers, work through problems together
 * **Teacher:** Listen in on partner conversations, observe student thinking
 * **Practice Set:**
 * **[|Choice One]** (Pay exact amount)
 * **[|Choice Two]** (How much money)
 * **Challenge:**
 * 2 nickels, 3 dimes, and 4 pennies equals how many cents?
 * 2 dollars, 2 quarters, and 2 pennies equals how many cents?
 * 90 cents equals how many dimes, and how many quarters?
 * 35 cents equals how many nickels, and how many pennies?
 * **Technological Knowledge Needed:**
 * How to use the link from the wikispace
 * How to use the NLVM website
 * How to move from one page to another
 * How to switch between the two choices on the NLVM manipulative
 * **Pedagogical Content Knowledge:**
 * Linking to resource from wikispace
 * What coins, or bills look like
 * How much money each coin, or bill represents
 * How to add by five, ten, or higher amounts
 * Understanding that coins and bills can be broken down, i.e. 1 nickel=5 pennies, 1 dollar=4 quarters
 * Addition/Subtraction skills
 * Money symbols: $ and ¢
 * Different levels of difficulty
 * Virtual manipulative will be used after introductory lesson
 * **Rubric:[[file:rubric.xls]]**
 * **Reflection:** After teaching this lesson, I listed different ways that the students will assess themselves, and how I would assess students informally. However, there was no concrete product that the students would create in order for me to formally assess their understanding. I also did not consider all of the pedagogical content knowledge that I would need in order to teach this lesson. The group discussed the different pedagogical knowledge that would be needed, but I did not include all of these suggestions. A good part of my lesson would be the different levels of difficulty that I provided for students. Students would not be waiting around when they finished the first choice, they could move on if they felt comfortable. This manipulative would be used after an introductory lesson. I should have made this more clear, instead of listing this item in the pedagogical knowledge section.